CHPS PL News

Term 2 - Weeks 5 & 6

Week 5

Monday 23.5.16

All day - Elle, Susan, Mim, Heidi & Courtney - Curiosity & Powerful Learning


Wednesday 25.5.16

All day - Elle, Susan, Mim, Heidi & Courtney - Curiosity & Powerful Learning Hub Session

12pm - 3pm - Nava & Val - Preschool Research Project- Glenfield


Thursday 26.5.16

8:15am - 8:55am - All Staff - TPL - EAL/D team - Teaching refugees in my classroom


Friday 27.5.16

All day - Year 4 Assessment & Reporting

All day - Elle - Curiosity & Powerful Learning: Directors and Principals session

12pm - 3pm - Manjula & Georgia - Teaching English Language Learners

Week 6

Monday 30.5.16

9am -11am - Assessment for Learning - Orange Group

11:20am - 1pm - Assessment for Learning - Blue Group

12:30pm - 3:30pm - Diane - L2


Tuesday 31.5.16

All day - Year 1 Assessment & Reporting


Thursday 2.6.16

8:15am - 8:55am - All staff - TPL - Numeracy Skills Framework

1:30pm - 3:30pm - Year 1 - L3 Training

3:10pm - 4pm - ECT Workshop - Making Teaching Explicit


Friday 3.6.16

All day - Executive Planning Day

12pm - 3pm - Manjula & Georgia - Teaching English Language Learners

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Reflecting on the APSTs

Focus Area 2.6 - Information & Communication Technology (ICT)

Computers, mathematical calculators, cameras, software programs and other tools of technology are, to varying degrees, available in most Australian classrooms. Using ICT tools to enhance learning is an important responsibility for teachers, but they should never be considered ends in themselves, For example, by using a mathematical calculator exclusively, students may know how to solve the problem, but not understand the concept being taught.


While there is little debate that ICT tools do help the learning environment, an ICT tool is just that; a tool. If you choose to use ICT as a presentation tool that effectively replaces the teacher and textbook, then students will still be passive learners. However, if you use ICT as a cognitive tool to engage your students in higher order thinking, then your students will become active participants in the learning process.


Strategies for professional practice:

* using suitable instructional ICT tools for each lesson, including online and electronic resources to engage students

* ensuring that all students have access to a computer and the Internet

* making allowance for students who are not familiar or do not have access to some technological tools

* checking that the iCT tools are suitable for all students in deep learning

Focus Area 3.1 - Establish Challenging Learning Goals

When operating within the confines of a curriculum, teachers are normally goal directed, aiming to set out the appropriate learning for a given class on a given day. Establishing challenging learning goals should therefore represent important, high level learning for students. Learning goals should be clear and stated in terms of student learning rather than student activity. The important question is not what students will do, but rather what students will learn.


When creating challenging learning goals or outcomes, the goals should be narrow and specific, and able to be stated in clear language that will permit later evaluation. The goals should reflect a balance between knowledge and understanding, high level thinking and analysis and communication or social skills.


Strategies for improving professional practice

* develop learning goals in terms of what students will learn rather than what the students will do

* creating learning goals which are specific, doable and which allow for informal assessment within a time frame

* designing learning goals that relate to social skills, thinking skills, task management and knowledge-related outcomes

* considering students cultures, special needs and skill levels when developing challenging learning goals

Food for Thought

* How do you vary your role as classroom instructor, facilitator, coach or audience in your interactions with students?


* How do you teach students to assess their own performances?


Please leave your comments in the box below.

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